Escrever, para quê? A construção da escrita como dispositivo formativo de docentes - possibilidades e dificuldades para com o escrever

Abstract

This study one inserts in the research line Formation, To know and Professional Development of the Program of After-graduation, Mestrado in Education of the Federal University of Saint Maria. The research approaches the narratives of the professors concerning its writings, investigating as if they materialize in written registers its experiences and experiences and which the decurrent references of this systematization. They are professors of after-graduation whom they write for an internal desire, or for the curricular requirement of the Courses of Formation in which they are inserted. The certification of five professors leaves clearly that so peculiar as the meaning of the writing for each one, is the functions exerted for it in its formation. In this direction, I searched to understand the involved elements in the process of the teaching writing, its function and development that facilitate or make it difficult the way of these productions, are they academics, or not. Which the mechanisms that participate of the choice in a way to write more authorial or anonymous of the teachers and its possible consequences in the transmission of knowing? The work of the teachers of after-graduation and the participation in processes of continued formation is integrated to the dynamics of the life of the teacher, observing itself the confrontation enters the demands of writing and the responsive processes of the professors. This research if articulates in the attempt to understand if and of that it forms the relations with its writings the knowledge of the after-graduation professors on the educative work and they result in transformation in the practical professor, the academic organization and the relations between its professionals. Anchored in the principles theoretician-metodológics of qualitative research e, more specifically, of the research narratives, I searched teaching interlocutors for the best understanding of the process to write, articulating these processes with the educative field and the psychoanalysis. I carried through interviews narratives with open questions and that they answer to my questions. It enters the main results of this study, evidences attributions of the studies of the language and the activities of writing for the formation of professors: the necessity of development of authorship and attitudes and abilities; recognition of social political aspects that support practical the pedagogical ones; valuation of the personal approach enters the members of the group; empowered of the professional identity; valuation of the knowledge; development of the commitment ethical-politician with Education of After-graduation; conceptual changes on the writing and practical the pedagogical e, consequently, improvement of the practical one. How much the dificults the imposition of states stops with the writing becomes related it that if it searchs to prevent, as: the confrontation with not knowing, the anguish of the blank leaf, with the excess of production demands, with the lacks, the clutter of the process of construction of the text, with the imperfections evidenced in the ready text and with the unfamiliarity of the other people's opinion on the production. The research with the professors pointed that the writing if configures as an important component in the reflection and action of the practical professor, as much in the private life as in the university, showing a formative device of great relevance with respect to the formation of professors.